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In order to achieve the goal of the National Reform Program introduced in Hungary in 2015 to reduce early school leaving rates, teaching and other educational professionals have launched several development projects in recent years. Various programs address early school leaving through prevention (preventing early school leaving), intervention (stopping early school leaving) and compensation (the return of early school leavers to education). The development of the Complex Basic Program (hereinafter referred to as the KAP (Révész and K. Nagy, 2019) was also guided by this goal. However, the number and diversity of institutions involved in the project provide an opportunity to nurture talent and lay the groundworks for students’ school activities in the full day system, development and support. The program entitled Methodological renewal of public education in Hungary in order to reduce early school leaving rates is a development program led by the Hungarian Károly Eszterházy University, implemented in a consortium, in the framework of a priority project. Its aim is to develop professional (methodological) solutions that implement equality, equity and disadvantage compensation in education by supporting individualized learning paths, and which also includes talent management (Révész 2018). The teaching and learning program of KAP, i.e. the focus of its teaching and learning strategy, is the procedure of Differentiated Development in Heterogeneous Groups of Students (DFHT). The following is a summary of the expectations raised for teachers facilitating the successful introduction of DFHT-KIP as a strategy of KAP (K. Nagy and Révész, 2019). Since the success of innovation is built upon the activities of the professionals implementing it, we pay special attention to the teacher as a facilitator of implementing the program.

The teacher as a facilitator of the Differentiated Development in Heterogeneous Groups of Students-Complex Instruction Program (DFHT-KIP)